3:30 pm – 4:45
Candelaria Hall 2375
Dr. Marc C. Santos
Office Location & Hours: 1180D, T/W/R 1:30-2:30 Also by appointment.
UNC Course Catalog Description
[English 122] Extensive practice in writing clear and effective academic prose with special attention to purpose, audience, organization, and style. Instruction in critical analysis and revision. (LAC 1b, gtP)
Course Purpose and Goals
English 122, First-Year Composition, meets the Colorado Department of Higher Education (DHE) competency criteria under Statutory justification: §23-1-125(3) for a first-year writing course (GT-CO1 and CT-CO2). In particular, ENG 122 develops and fosters the habits of mind essential for students’ achievement in various fields and disciplines both in the post-secondary classroom and the workplace. Through comprehensive instruction in critical reading, thoughtful analysis, and effective writing, students are prepared to complete the following tasks: to analyze and act on understandings of audiences, purposes, and contexts in comprehending and creating texts; to analyze situations or texts and make informed decisions based on that analysis; and to employ various strategies to approach and undertake research and writing in multiple environments and modes–from traditional pen and paper to electronic technologies.
I believe strong writing develops out of careful reading and strategic engagement with a specific community/audience. Also, I believe that the purpose of a writing class is to help students develop relevant writing skills to their own intellectual, professional, and/or personal trajectories. Finally, I believe a writing class should explore a wide variety of writing and communication technologies. The design of this class is a reflection of all three of these beliefs.
This semester I have designed the course around the concept of fandom. For our first few weeks, you will be researching a fan community to join for the next several months. We will think about the concept of fandom fairly liberally: with football season coming, you might want to join the fantasy football community. Or, perhaps, you are an avid movie fan, reader, or videogame player. Or, if your interests are more scholarly, then you can join any number of different academic conversations, spending the semester learning about the public face of your intended major. Since we are entering an election year, you might be interested in writing about politics or activism. The key here is for you to select something you are already invested in, something you enjoy doing, and something that has an active community on the Internet.
Every week you will be required to write at least 750 words on the Internet. This writing could end up in several different places. You might start a blog with two posts a week. You might find a reddit community that entertains longer posts. You might develop longer essays (say 1500 words) to publish on medium.com. You might craft quality responses to articles published in the New York Times (I say the times specifically given the nature of their comment section). The exact nature of your writing will be explicated in your first project, which asks you to identify the places on the Internet where people are actively writing (and commenting) on your chosen activity. Your final grade will be influenced by your ability to interact with other humans communicating on the Internet.
You will write in/with your community for 9 weeks. Our class will operate similar to a creative writing workshop. In most class sessions, I will spend a little time presenting an important concept germane to writing. These can include stylistic devices, elements of logical argumentation, issues with formatting, grammatical concerns, or more theoretical concerns such as ethos or kairos. We will spend a significant amount of class time examining writing as a class, identifying what works and what doesn’t. Sometimes I will have you read what another student has written and make suggestions. Sometimes we will spend a class session writing a single sentence. Sometimes we will spend a class transforming a paragraph into a tweet. Also, we will do a significant amount of writing in class, especially earlier in the semester.
But I want to warn up front what we won’t be doing in class. I won’t be “teaching” you to write. Writing cannot be taught. It can, however, be learned. As an instructor, my job is to establish conditions that maximize your potential to improve as writers. I believe this requires me to a) make sure you read as much as possible, b) make sure you read not only for content but also for structure and conventions (genre), c) help you develop sophisticated ways of seeing and talking about writing, and d) make you write A LOT.
Over the course of the semester we will read a theoretical work on fandom: Mark Duffett’s Understanding Fandom. Your final paper will compare and contrast your experiences writing as a fan for 9 weeks to the theoretical perspectives offered by Duffett and other sources that you research.
Student Learning Outcomes (as established by gtPathways and WPA outcomes)
This course aims to:
- Develop Rhetorical Knowledge
- Focus on rhetorical situation, audience, and purpose.
- Use voice, tone, format, and structure appropriately.
- Write and read texts written in at least one genre for an academic discourse community.
- Learn reflective strategies.
- Develop Experience in Writing
- Learn recursive strategies for generating ideas, revising, editing, and proofreading.
- Learn to critique one’s own work and the work of others.
- Develop Application of Composing Conventions
- Apply genre conventions, including structure, paragraphing, tone, mechanics, syntax, and style.
- Use appropriate vocabulary, format, and documentation.
- Use Sources and Evidence
- Select appropriate evidence.
- Consider the relevance of evidence.
- Develop Critical and Creative Thinking
- Identify context.
- Present a position.
- Establish a conclusion indicated by the context that expresses a personal interpretation.
Text and Materials
There are two required texts for this course:
- Duffett, Mark. Understanding Fandom: An Introduction to the Study of Media Fan Culture. 2014.
- Graff, Gerald and Cathy Birkenstein. They Say, I Say: The Moves That Matter in Academic Writing.
Since we will be writing in class virtually everyday, students should bring a laptop to class. If you do not have a laptop, you can check one out via the library.
Students should expect copying and printing costs for this class.
Students will be expected to use Google Docs and Google Drive to complete class assignments. Additionally, students will be publishing work in online spaces such as blogger, reddit, or medium.com.
This course will be a part of the Canvas content management system pilot. You can find instructions on logging into and using Canvas here.
Given the workshop elements of this course, attendance is essential. Students are expected to attend all scheduled class meetings. That said, things happen. You may miss up to 4 classes this semester without penalty. Every absence beyond the 4th will result in a 10 point penalty.
If you develop an illness or have a family situation that requires you to miss more than one class session, then please contact me as soon as possible to see if we can work something out. Note that we might not be able to work something out.
Students who miss class are responsible for the material they missed.
Completion of all assignments does not guarantee a passing course grade. Students should save all papers and graded assignments.
Weighted and averaged points for the course will be computed according to the following plus or minus grade scale:
93–100 =A 87–89 = B+ 77–79 = C+ 67–69 = D 0–66 = F.
90–92 = A– 83–86 = B 73–76 = C
80–82 = B– 70-72 = C-
Number grades that fall between two whole numbers will be rounded up if they are 0.5 or higher. (Example: 86.5= 87; 86.3 = 86)
There’s three major projects this semester.
Project One: Proposal
In the proposal project you will articulate to me which fan community you will join. This includes identifying active places on the Internet at which people are writing and commenting and identifying a few of the major personalities that drive this community. This project will also identify the kinds of writing you will need to do: what kind of writing does this community value? Are you going to be writing on reddit? Or a specific community forum? Could you compose a faq for this community and solicit feedback from community members? Could you write some reviews? What major events will provide you with material to write about? We will discuss this project more during the first week of class.
Project Two: Writing Fandom
Every week for ten weeks you will compose, revise, and publish at least 750 words to the Internet. At least 250 of these words should be a direct response to someone else in the community, quoting and hyperlinking to another published piece. You can earn bonus points for responding to a response to your response, because I am looking to reward engagement and participation. In order to facilitate assessment, you will share a Google Doc with me every week (by Monday at 11:59pm) that keeps track of all the writing you have done over the course of the semester (with links to that writing). I will share and discuss this weekly document during week three.
Project Three: Analyzing Fandom
In our third project, you will compose a paper that uses Jenkins’ and Duffett’s treatments of fandom as a lens for analyzing your own experiences as a fan.
Reading Quizzes and Quick Writes
There will be a few reading quizzes tied to the Duffett readings. Over the course of the semester we will do a number of in-class activities called “quick writes.” All homework assignments are due at 10:00am, before class.
Over the course of the semester, every student will select two pieces of writing to be workshopped in class. Prior to class, other students will read and respond to these pieces of writing. We will also do revision activities in-class via Canvas.
Here are the requirement weights:
- Project One: 10%
- Project Two: 36% [9 weeks, 4% per week]
- Project Three: 20%
- Workshop Participation: 14% [5 points for presenting, 1 point for participating]
- Reading Quizzes, In-Class Assignments: 20%
Student Code of Conduct and Academic Integrity
All members of the University of Northern Colorado community are entrusted with the responsibility to uphold and promote five fundamental values: Honesty, Trust, Respect, Fairness, and Responsibility. These core elements foster an atmosphere, inside and outside of the classroom, which serves as a foundation and guides the UNC community’s academic, professional, and personal growth. Endorsement of these core elements by students, faculty, staff, administration, and trustees strengthens the integrity and value of our academic climate.
The Department of English at UNC has adopted the following policy regarding plagiarism. Pretending that another¹s work is one¹s own is a serious scholarly offense known as plagiarism. For a thorough discussion of plagiarism, see the Dean of Students website.
Students who are caught plagiarizing will receive a final grade of “F” in the course. In addition, they will be reported to the Chair of the Department of English and the Dean of Students office for possible further
Some but not all UNC instructors regard double or repeat submissions of one¹s own work as a form of plagiarism. If you intend to use in this course written material that you produced for another course, you must consult with your instructor before doing so for each individual assignment. Otherwise, you may be guilty of cheating.
If you need help with understanding documentation systems and avoiding plagiarism beyond the instruction given in class and as seen in the UNC Code of Conduct, speak with the instructor or visit the UNC Writing Center’s web site for a series of PowerPoint tutorials at http://www.unco.edu/english/wcenter/academicintegrityindex.html. Instructors use experience and a plagiarism detection service, Safe Assignment, sponsored by the University, to aid in spotting cases of plagiarism. Plagiarism will not be tolerated.
Any student requesting disability accommodation for this class must inform the instructor giving appropriate notice. Students are encouraged to contact Disability Support Services (www.unco.edu/dss ) at (970) 351-2289 to certify documentation of disability and to ensure appropriate accommodations are implemented in a timely manner.
Course Plan (Subject to change)
Note: A library instruction session is required. Although a scheduled session is included in this plan, teachers may schedule this session where they see fit.
Note: At least one out-of-class conference with individual students is required. Although a scheduled conference is included in this plan, teachers may schedule this conference where they see fit.
Monday August 21
Class: Remember to take attendance. Read Timothy B. Lee’s “Pokemon Go is everything that is wrong with late capitalism”. Complete response sheet. Discuss in groups. Read Michael Farren and Adam Millsap’s “Pokemon Go represents the best of capitalism”. Complete response sheet. Discuss in groups.
Home: Read They Say, I Say preface and introduction. Post a 3-5 sentence response to either article read in class to Canvas using a bridge from the They Say, I Say.
Wednesday August 23
Class: Review 3-5 responses to Monday’s readings. Troubleshoot Canvas. Go over syllabus. Introduce Project One, the proposal project.
Home: Post to the discussion board a 5 to 7 sentence description of one fandom you might engage, along with a link to one article of interest for people in that area [Canvas Proposal Post]. BE SURE TO EMBED THE LINK. You can find quick instructions for hyperlinking in Canvas here (scroll down a bit).
Friday August 25
Class: Discuss Canvas proposal posts. Introduce fandom research assignment. Introduce Google Drive and Google Docs.
Home: Complete fandom research assignment; submit link to Google Doc to Canvas.
Monday August 28
Class: Genre: The Proposal (content and form). Craft: The Period (and logical development).
Home: Read Duffett, 1-5 & 15-23. Complete Duffett reading quiz on Canvas before you come to class.
Wednesday August 30
Class: Discuss Duffett, check in on proposals.
Home: Complete proposal. Bring 2 printed copies of your proposal to class on Friday for workshopping.
Friday September 1
Class: Workshop proposals.
Home: Revise proposals and submit to Canvas by 10:00am on Monday.
Monday September 4
Labor Day Holiday (University Closed)
Wednesday September 6
Class: Discuss Proposals. Strategic Reading (Reading and/as Invention).
Home: Read They Say, I Say chapters 1 & 2.
Friday September 8
Class: Computer Lab. Blogger Tutorial (if necessary). Reading and Writing on your topic. Review: turning in the Writing Report.
Home: Incorporate one template from Chapter 1 or 2 of They Say, I Say into your Week 4 writing. Due Sunday at 11:59pm, Week 4 Writing Report.
Monday September 11
Class: Plagiarism, Quotation, and Internet Writing.
Home: Read They Say, I Say Chapter 3. Incorporate one quotation into your Week 5 Writing. Read and begin drafting week 5 writing.
Wednesday September 13
Class: First Sentences. Killing Babies. Two workshop volunteers for Friday.
Home: I will email out links to or copies of the workshop writing for Friday. Before then, you should comment in the discussion forums for week 5 workshopping.
Friday September 15
Home: Due Sunday at 11:59pm, Week 5 Writing Report.
Monday September 18
Class: Ethos, Pathos, Logos
Home: Read Jenkins, “Death Defying Superheroes” [pdf in Canvas, look in the Files section]; read and begin drafting week 6 writing.
Wednesday September 20
Class: Discuss Jenkins. Two workshop volunteers for Friday.
Home: I will email out links to or copies of the workshop writing for Friday. Before then, you should comment in the discussion forums for week 6 workshopping.
Friday September 222
Home: Read They Say, I Say Chapter 4, incorporate a template into your week 6 Writing. Due Sunday at 11:59pm, Week 5 Writing Report.
Monday September 25
Class: Kairos and Stasis; Quick Review of Duffett
Home: Read Duffett Chapter 3  and complete Quiz on Canvas before class. Read and begin drafting week 7 writing.
Wednesday September 27
Class: Discuss Duffett. Two workshop volunteers for Friday.
Home: Read They Say, I Say chapter 5. I will email out links to or copies of the workshop writing for Friday. Before then, you should comment in the discussion forums for week 6 workshopping.
Friday September 29
Home: Due Sunday at 11:59pm, Week 7 Writing Report
Monday October 2
Class: Paraphrasing Exercise
Home: Read and write
Wednesday October 4
Class: Computer Lab. Revise and Draft.
Home: Workshop preparation, read and write
Friday October 6
Home: Due Sunday at 11:59pm, Week 8 Writing Report
Monday October 9
Class: Logos-Supplying Evidence to Support a Claim
Homework: Read Duffett, Chapter 5 and complete Duffett Quiz
Wednesday October 11
Class: Computer Lab. Making Data Meaningful.
Home: Workshop prep, read and write
Friday October 13
Class: Discuss Duffett, Workshop
Home: Complete Week 9 Writing Report
Monday October 16
Class: Metaphor, Imagery, and Description
Home: Read and Write
Wednesday October 18
Class: Computer Lab. Re-Writing.
Home: Workshop preparation, read and write
Friday October 20
Home: Complete Week 10 Writing Report
Monday October 23
Home: Read Duffett Chapter 6 and complete Canvas quiz
Wednesday October 25
Class: Computer Lab.
Home: Workshop prep, read and write
Friday October 27
Class: Workshop. Introduce Booth reading.
Home: Complete week 11 writing report.
Monday October 30
Class: Boo! Final Project Proposal.
Home: Complete Booth reading, begin drafting project proposal
Wednesday November 1
Class: Computer Lab. Booth exercise
Home: Workshop prep, read and write
Friday November 3
Class: Reading scholarship. Workshopping
Home: Complete week 12 writing report
Monday November 6
Class: Library for research presentation
Home: Submit two pieces of research you will read to Canvas
Wednesday November 8
Class: Computer Lab. Research follow up
Home: Workshop Prep
Friday November 10
Class: Workshopping, Final Project Proposal meeting sign ups
Home: Complete week 13 writing
Monday November 13
Class: Mandatory Office Hours meetings
Home: Final Project Proposals are due Wednesday before class
Wednesday November 15
Class: Computer Lab. Drafting Final Papers
Friday November 17
Class: MLA citation workshop, review working with sources
Home: Due before Monday’s class: the strongest paragraph in your paper submitted to Canvas. Cannot be your introduction.
Monday November 20
Class: Share paragraphs.
Home: FINAL DATE TO SUBMIT ROUGH DRAFTS IS FRIDAY THE 25TH BEFORE MIDNIGHT
Monday November 27
Class: Writing and Introduction and Conclusion. Responding to Paper Drafts
Home: Work on revising final papers
Wednesday November 29
Class: Computer Lab. MLA Formatting and Works Cited workshop. Muha-ha-ha.
Home: Final papers are due by Wednesday December 6 at 11:59pm.